Aims,  Methods,  and  Hesul 


Uilliam  Anthony  Aery 
Publication  Secretary 


Hampton  Institute 
Hampton,  Virginia 


I 


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1 


Contents 


Section  Page 

1 Helping  the  Helpless » * 2 

2 Pounded  on  Christian  Ideals  2 

3 An  Educational  Demonstration  Station  * . . * 2 

4 General  Armstrong:  Soldi er -Educator  3 

5 Doctor  Frissell:  Statesman-Educator  ............  3 

6 Doctor  Gregg:  Hampton's  Present  Principal  ......  4 

7 Dr.  Hooker  T.  Washington  5 

8 Dr.  Robert  R.  Moton:  Principal  of  Tuskegee  .....  6 

9 Indian  Education  at  Hampton 7 

10  Christ  ian  Civilization 4 ..... . 8 

11  A Girls * Dormitory  "bung  Up"  by  Hampton  Students  8 

12  Trade -Education  at  Hampton  9 

13  Domestic  Science  and  Agricultural  Equipment  ....  9 

14  Growing  and  Conserving  Pood  * 10 

15  Memorial  to  Robert  Curtis  Ogden  10 

16  Memorial  to  Collis  P.  Huntington 11 

17  Visual  Education  at  Hampton  12 

18  Y.  M.  C,  A.  Equipment  and  Work 12 

19  Hampton  Girls  Study  Agriculture  13 

20  Training  Homemakers  13 

21  School  Work  Related  to  Daily  living  ............  14 

22  Common  Things  Done  in  an  Intelligent  Way  14 

23  The  Hampton  Spirit  of  Service  15 

24  Boys  and  Girls  Learn  Dairying 15 

. 25  Mixing  Brains  with  Work 16 

26  Men,  Crops,  Profits  16 

27  Y;ork  in  Practical  Farming 17 

28  Trade  Experience  for  Farmers  17 

29  Practical  Bricklaying . 18 

30  Project  Method  of  Teaching 19 

31  Preparing  the  Printed  Message  of  Service  19 

32  Hampton  Afield  19 

33  Hampton's  Illustrated,  Monthly  Magazine 20 

34  Helps  for  Teachers  in  Service  20 

35  Publicity  for  Constructive  Ideas  20 

36  Carpentry  and  Cabinet making  ....................  20 

37  Blacksmiths  learn  to  Shoe  Horses  at  Hampton  ....  21 

38  Making  Trucks  with  Wood-working  Machines  22 

39  House-Building  by  Hampton  Tradesmen  22 

40  Collegiate  Agricultural  Course  23 

41  The  Business  School  * 23 

42  Teacher-training  Work 23a 

42a  The  Hampton  Institute  Academy  23a 

42b  The  Hampton  Institute  Trade  School  23a 

43  Anniversary  Day  Demonstration  23a 

44  Hampton  Institute  Battalion  in  Khaki  24 

45  Working  through  Organized  Groups  25 

46  Realizing  Armstrong's  Ideals 25 

47  A Brief  Hampton  Bibliography  . . . 26 


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HAMPTON  INSTITUTE 


An  Interpretation  of  Aims,  Methods,  and  Results 


By  WILLIAM  ANTHONY  AERY 
Publication  Secretary,  Hampton  Institute 


The  story  of  Hampton  Institute  is  the  story  of  vision, 
of  sacrifice,  of  self-effacement.  Men  and  women  have  left 
homes,  comforts,  careers  to  build  their  lives  into  Hampton. 
Two  races  in  particular  — and  the  world  in  general  — are 
richer  for  men  like  Samuel  C.  Armstrong,  Hollis  B.  Erissell, 
Robert  C.  Ogden,  and  Booker  Washington.  They  made  Hampton 
serviceable  and  Hampton  made  them  famous  among  thoughtful, 
Christian  people. 

These  notes  on  Hampton  Institute  have  been  prepared 
for  those  who  approach  a study  of  America's  great  race 
problem,  especially  Hampton's  share  in  finding  a way  out, 
with  open  minds  and  understanding  hearts.  Statistics  have 
been  purposely  avoided.  Fundamentals  of  aim  and  method  and 
result  have  been  emphasized. 

Hampton  today  commands  the  respect,  good-will, 
confidence,  and  support  of  thousands  of  thoughtful 
Christians,  who  are  scattered  throughout  all  the  world, 
because  of  the  work  which  its  students'  have  done  under 
'difficult  and  discouraging  conditions.  Hampton  today, 
as  always,  is  ministering  to  the  needs  of  the  races  whom 
it  serves.  Hampton  today  is  loyal  to  its  tradition  of 
offering  all-round,  Christian  "education  for  life"  to 
worthy  Negro  and.  Indian  youth  and  is  likewise  mindful  of 
meeting  its  serious  obligation  of  wise  educational 
leadership. 


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https://archive.org/details/hamptoninstituteOOaery 


Hampt on  In  st itute 


— c— 


Helping  the  Helpless  — Gen.  Samuel  Chapman  Armstrong,  son 
of  missionary  parents  who  had  labored  for  many  years  in  the 
Hawaiian  Islands,  founded  Hampton  Institute,  in  1868,  on  the 
lower  Peninsula  of  Virginia,  two  miles  from  the  famous  Fort  . 
Monroe,  following  his  service  with  colored  troops  in  the 
American  Civil  War  and  his  contact  with  white  and  colored 
people  alike  as  a Virginia  agent  of  the  Freedmen’s  Bureau  — 
a post-war,  government  bureau  which  minister ed  "to  the  crying 
needs  of  the  Negroes  left  helplessly  adrift  during  the 
closing  months  of  the  war,  when  the  Emancipation  Proclamation 
had  loosened  home  ties  and  there  appeared  neither  refuge 
for  suffering  women,  children,  and  infirm,  nor  occupation 
for  the  able-bodied.”  (See  ’’Samuel  Chapman  Armstrong:  A 
Biographical  Study,”  written  by  his  daughter,  Edith  Armstrong 
Talbot,  and  published  by  Doubleday,  Page  and  Company,  Garden 
City,  N.  Y. ) 

General  Armstrong  served  as  principal  of  Hampton 
Institute  for  twenty-five  years  — 1868  to  1893.  "Education 
for  Life"  was  his  shibboleth. 

Founded  on  Christian  Ideals  — 'The  Hampton  Institute  water- 
front of  fifty-odd  years  ago  was  that  of  an  old  plantation 
which  was  slowly  adapting  itself  to  the  new  educational 
needs  of  colored  people.  General  Armstrong  began  his  work 
with  fifteen  earnest  students  and  two  devoted  white  teachers. 
The  Institute's  first  building  was  a small,  wooden  structure, 
which  was  made  from  the  lumber  of  the  hospital  barracks  of 
Camp  Hamilton,  located  at  Hampton  during  the  Civil  War. 

Hampton  Institute  was  started  under  the  auspices  of  the 
American  Missionary  Association  at  the  suggestion  of  General 
Armstrong,  who  became  the  first  principal.  In  1870  a special 
charter  was  secured  from  the  Legislature  of  Virginia  and 
Hampton  Institute  became  independent  of  any  church  organiza- 
tion, but  remained  fundamen tally  Christian  in  its  work-play- 
study  program  of  training. 

Today  Hampton  Institute  is  not  a government,  state,  or 
denominational  school.  It  is  a private  corporation,  which  is 
controlled  by  a board  of  seventeen  trustees  who  represent 
different  sections  of  the  United  States  and  several  religious 
denominati ons , no  one  of  which  has  a majority. 

An  Educational  Demonstration  Stati on  --  Hampton  Institute  is 
an  educational  demonstration  station  where  three  races  work 
out  daily,  with  a minimum  of  friction,  the  problems  of  every- 
day life.  Indeed,  it  is  an  industrial  and  educational  village' 
with  well-kept,  brick  dormitories;  large  dining-halls ; an 
architecturally  beautiful  community  auditorium,  with  a seating 
capacity  of  2500  persons;  a general  store;  light,  power, 
heating,  and  refrigeration  plants;  a trade  school;  farms; 
home-economics  classrooms;  s t eam-and-hand  laundry;  and  other 
valuable  equipment  for  training  efficient,  Christian 
community  leaders. 


I 


Hampton  Institute 


-3- 


Hampton  Institute  overlooks  the  historic  and  beautiful 
Hampton  Roads,  where  the  battle  between  the  "Monitor"  and 
"Merrimac,"  which  revolutionized  naval  warfare,  was  fought 
during  the  American  Civil  War. 

Today  Hampton  Institute  is  visited  annually  by  the 
representatives  of  local,  state,  national,  and  missionary 
educational  institutions.  Many  people  come  from  foreign 
lands  to  study  Hampton's  educational  aims  and  methods.  Those 
who  have  visited  Hampton  have  carried  to  the  ends  of  the 
earth  a message  of  racial  good-will,  industrial  efficiency, 
and  mutual  service  — all  based  on  rational,  Christian 
principles . 

General  Armstrong : Sold ier-Educa tor  — Samuel  Chapman  Armstrong 
was  born  on  January  30,  1839,  in  the  Hawaiian  Islands,  the  son 
of  pioneer  missionary  parents.  He  came  to  the  United  States 
and  entered  Williams  College  at  Williamstown,  Mass.,  where  he 
came  in  close  contact  with  Mark  Hopkins,  bne  of  America’s 
greatest  educators  and  exponents  of  "the  sublime  philosophy  of 
Christianity."  At  Williams  College,  as  elsewhere,  Armstrong 
did  with  his  might  what  his  hands  found  to  do. 

"Armstrong  was  physically  sound  and  strong.  He  was 
intense.  In  the  war  he  learned  to  control  men.  His  insight 
was  quickened;  his  patience  was  enlarged;  his  judgment  of  men 
made  comprehensive;  and  his  sv/ift  resort  to  wise  measures  in 
an  emergency  became  a habit.  He  never  for  a moment  lost  his 
hatred  of  meanness  or  his  love  for  righteousness  or  his  love 
for  humanity."  This  is  the  tribute  of  Dr.  Franklin  Carter,  a 
former  president  of  Williams  College. 

Through  contact  with  Negro  soldiers  during  the  American 
Civil  War,  Armstrong  learned  to  know  and  believe  in  Negroes. 

He  finally  laid  down  the  sword  $nd  took  up  the  Bible  and  the 
spelling-book  at  Hampton  Institute  in  1868.  General  Armstrong 
died  on  May  11,  1893.  He  was  given  a simple,  soldier's  burial 
in  the  Hampton  Institute  Cemetery  by  the  side  of  the  last 
student  who  had  died. 

"It  pays  to  follow  one's  best  light  — to  put  God  and 
country  first;  ourselves  afterwards,"  said  Armstrong. 

Doctor  Frissell:  Stat esman-Bducator  — Hollis  Burke  Frissell 
T“born  1851,  died  1917 ) , beloved  principal  of  Hampton  Institute 
for  nearly  twenty-five  years  (1893-1917),  statesman-educator, 
apostle  of  co-operation  and  racial  good-will,  and  America's 
foremost  authority  on  race  relations,  bound  thousands  of 
thoughtful,  consecrated  men  and  women  to  himself  with  the 
never-failing  cords  of  love  and  service. 

He  won  for  Hampton's  Negro  and  Indian  students,  as  well 
as  for  dozens  of  other  worthy  groups  of  people,  the  strong 
financial  and  moral  support  of  an  army  of  friends  — men  and  women 
who  belonged  to  all  ranks  of  society,  professed  widely  differing 
creeds,  and  lived  in  distant  parts  of  the  world. 


Hampton  Institute 


-4- 


Doctor  Frissell  was  a master  of  men  — fearless,  courageous, 
wise.  He- led  men  into  ennobling  experiences.  He  saw  visions 
of  a new  earth.  He  organized  forces  to  make  the  visions  of 
today  the  realities  of  tomorrow.  He  was  a great  teacher, 
organizer,  and  administrator. 

The  chronology  of  his  life  follows:  1874,  Yale,  A.  B. ; 

1879,  Union  Theological  Seminary,  New  York,  B.  D. ; 1880-1893, 
Chaplain  at  Hampton;  1893-1917,  Principal  at  Hampton;  1900, 
Harvard,  S.  T.  5.;  1901,  Yale,  LL.D. 

Doctor  Gregg : Hampton1 s Present  Principal  — Dr.  James  Edgar 
Gregg,  present  principal  of  Hampton  Institute,  was  torn'  at 
Hartford,  Conn.,  in  1875.  He  received  his  A.  B.  degree  from 
Harvard  in  1897  and  his  A.  M.  in  1901.  In  1903  he  was 
graduated  from  the  Yale  Divinity  School.  In  1918  he  received 
from  Yale  the  degree  of  Doctor  of  Divinity.  From  1903  until 
his  election  to  the  principalship  at  Hampton,  he  served  as  a 
Congregational  minister.  Dr.  Gregg's  home  was  in  Pittsfield, 
Mass. 


George  Foster  Peabody  of  New  York,  Hampton's  senior 
trustee  and  a well-known  retired  American  banker,  introduced 
Doctor  Gregg  with  these  words  to  the  great  Hampton  family  of 
friendc,  alumni,  workers,  and  students: 

"Dr.  Gregg  brings  to  his  task  the  moral  courage  which 
made  General  Armstrong  darihg  and  the  spiritual  serenity  which 
made  Doctor  Frissell  wise*  The  friends  of  the  School  look  with 
renewed  confidence  and  hope  to  the  beginning  of  Hampton's 
second  half-century  of  national  service  under  the  leadership 
of  a man  so  well  equipped  as  Doctor  Gregg." 

"An  educated  man,"  says  Doctor  Gregg,  "is  one  who  does 
his  work  intelligently,  thoroughly,  effectively,  conscientiously, 
unselfishly,  and  with  some  understanding  of  what  it  is  all  for. 
...  If  the  Negro  has  special  gifts,  his  education  should  be 
influenced  by  that  fact.  If  his  environment  is  peculiar,  his 
education  should  be  shaped  accordingly. " 

# 

That  Hampton  Institute,  under  the  present  administration, 
will  remain  true  to  its  traditions  and  respond  to  the  needs  of 
the  people  it  serves,  is  clearly  shown  by  the  following  declara- 
tion, made  by  Doctor  Gregg:  "Those  of  us  who  have  any  responsi- 
bility of  leadership  whatever  must  make  sure  that  we  keep  a 
broad  outlook;  that  we  over-estimate  neither  the  intellectual 
nor  the  practical  side  of  school  training;  that  we  do  all  in 
our  power  to  develop  the  creative  personality  of  the  individual 
without  losing  sight  of  his  social  adjustment  to  surroundings ; 
that  we  make  all  the  education  which  we  impart  or  help  to 
impart  truly  'education  for  life.1  Only  thus  can  our  colored 
schools  fulfill  their  duty  to  the  Negro  race,  to  the  South,  to 
the  Nation,  to  the  Kingdom  of  God." 


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Doctor  Gregg  is  a trustee  of  the  Penn  School  on  St. 

Helena  Island,  S.  C. ; the  Calhoun  Colored  School  in  Lowndes 
County,  Ala.;  and  the  Negro  Rural  School  Fund:  Anna  T.  Jeanes 
Foundation*  He  is  also  a member  of  the  Commission  on  Inter- 
racial Co-operation,  with  headquarters  in  Atlanta,  Ga. , and 
a member  of  the  Commission  on  Negro  Churches  and  Race  Rela- 
tionships, recently  organized  by  the  Federal  Council  of  the 
Churches  of  Christ  in  America,  with  headquarters  in  New  York. 

Dr . Booker  T.  Washing  ton:  Hampton  * s Mo  st  Di  stingui  shed  Graduat  e- 
Dr.  Booker  T.  Washington,  who  in  .1881  founded  Tuskegee 
Institute  in  the  Black  Belt  of  Alabama,  received  his  training 
for  educational  service  and  race  leadership  at  Hampton 
Institute*  from  which  he  was  graduated  in  1875*  He  has  been 
referred  to  as  the  "spiritual  son"  of  General  Armstrong. 

"Up  from  Slavery"  and  "My  Larger  Education,"  — two 
important  autobiographical  works  prepared  by  Dr.  Washington,  — 
are  known  in  many  distant  lands  for  their  heart-gr ipping 
recital  of  victory  over  handicaps. 

These  books  tell  the  wonderfully  graphic  story  of  a 
poor,  ambitious,  persevering  colored  boy,  who,  while  working 
in  a mine,  heard  the  story  of  what  Hampton  offered  to 
struggling  boys  and  girls  of  his  race  and  then  made  his  way, 
in  spite  of  many  handicaps  and  discouragements,  toward  the 
goal  of  success. 

Dr.  Washington  "made  every  disadvantage  of  his  forlorn 
childhood  a stepping-stone  in  his  upward  rush  to  achievement." 

On  his  way  to  Hampton  Institute,  Booker  Washington  had* 
to  sleep  in  the  City  of  Richmond  in  Virginia  under  a sidewalk 
made  of  wood.  He  loaded  pig  iron  on  a ship  to  earn  a little 
money.  He  walked  many  miles.  He  passed  his  Hampton  entrance 
examination  by  dusting  a room  over  and  over  again,  until  a 
critical  school  teacher,  on  careful  inspection,  could  find 
no  trace  of  dirt. 

Dr.  Washington  will  long  be  remembered  as  the  founder 
in  1900  of  the  National  'Nesrro  Business  League,  through  which 
hundreds  of  thousands  of  American  Negroes  have  won  success 
in  business  and  through  which  billions  of  dollars  have  been 
added  to  America’s  wealth. 

Lr.  Washington  also  founded  and  presided  over  year  by 
year  th  e well-known  Tuskegee  Negro  Farmers’  Conference,  which 
revolutionized  farming  in  hundreds  of  communities  throughout 
the  Lower  South. 

Dr.  Washington  also  brought  to  Tuskegee  in  increasing 
numbers  white  and  colored  leaders  in  community,  state,  and 
national  life  to  work  out  plans  for  inter-racial  co-operation 
and  good-will. 


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Hampton  Institute 


-6- 


Dr.  Washington  was  the  champion  of  education  for  the 
masses.  He  also  believed  in  the. thorough  preparation  of 
Negro  doctors,  lawyers,  teachers,  ministers,  and  all  other 
community  leaders.  He  won  for  Negro  education  the  financial 
and  moral  support  of  thousands  of  white  people.  He  was 
trusted  alike  by  white  and  colored  leaders.  He  carried  out 
Armstrong's  idea  — he  put  God  and  country  first-  Indeed, 

Nr.  'Washington  never  seemed  to  think  of  his  personal  interests. 
He  was  a great-hearted  American  hero  who  was  honored  in  life 
as  well  as  in  death. 

8 Dr . Robert  R.  Mo ton : Pri nci pal  of  Tuskegee  and  Hampton  Graduate- 
Dr.  Robert  Russa  Motoa,  who  in  1915  succeeded  Dr.  Booker  I. 
Washington  as  principal  of  Tuskegee  Institute,  which  is 
located  in  the  heart  of  the  Black  Belt  of  Alabama,  is.  Hampton's 
most  eminent  living,  colored  graduate. 

He  was  born  in  Virginia  in  1867  and  is  today  the  spokes- 
man for  millions  of  American  Negroes.  The  autobiographical 
story  of  his  useful,  eventful  life  — "Finding  a Way  Out" 
(published  by  Doubleday,  Page  and  Company  of  Garden  City,N.Y.  ) — 
is  full  of  the  romance  of  struggle  and  victory;  of  association 
with  great  Americans  like  Samuel  C.  Armstrong,  Hollis  B. 
Frissell,  Booker  T,  Washington,  Robert  C.  Ogden,  James  H. 
Dillard,  Wallace  Buttrick,  William  H.  Taft,  Theodore  Roosevelt; 
and  of  organization  and  leadership  in  a period  of  National 
crisis . 

Doctor  Moton  may  well  be  described  as  the  "spiritual  son" 
of  the  late  Dr.  Hollis  B.  Frissell.  Doctor  Moton  showed  rare 
devotion  to  Doctor  Frissell.  Both  were  wise,  strong,  fearless 
leaders  who  had  many  thoughts  in  common  on  the  value  of 
securing  community  co-operation  and  progress. 

The  uplift  of  men,  women,  and  children  through  loving 
and  intelligent  service  was  the  big  common  tie  —superior  to 
all  differences  of  race,  training,  and  environment  — which 
bound  together  Doctor  Moton  and  Doctor  Frissell.  Racial 
good-will  — this  was  their  common  bond  and  battle-cry! 

A hundred  or  more  Hampton  graduates  and  former  students 
of  Hampton  have  gone  to  Tuskpgee  to  help  Doctor  Washington 
and  Doctor  Moton  carry  out  their  epoch-making  plans  for 
improving  conditions  among  colored  people  and  for  developing 
intelligent,  loyal,  and  unselfish  race  leaders.  Thirty-odd 
Hampton-trai ned  men  and  women  are  usually  found  at  Tuskegee. 

All  are  intelligently  busy  with  the  problems  of  making 
education  for  their  race  interesting  and  helpful. 

Today  Hampton  and  Tuskegee  are  heartily  co-operating  to 
teach  men  and  women  everywhere,  regardless  of  race  or  creed, 
the  value  of  education  of  the  hand,  the  head,  and  the  heart. 

Both  schools  have  worked  hand  in  hand  for  the  improvement  of 
Negro  public  schools,  the  creation  of  a new  interest  in  better 
homes  and  in  better  health,  the  increase  of  food  production, 
and  the  uplift  of  people  through  thrift. 


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Hampton  Institute 


-7- 


Hampton  and  Tuskegee,  through  their  cordial  present-day 
relations,  are  making  new  friends  for  sound  ideas  of  education  — 
"education  for  life"  — and  for  colored  millions  who  are 
struggling  upward  toward  the  light  of  a new  and  better  day. 

Doctor  Frissell  used  to  say:  "Just  think  of  the  blessings 

I have  had!  I had  the  opportunity  of  teaching  Booker  Washington 
and  Robert  Moton,  and  these  men  have  helped  thousands  upon 
thousands  of  men  and  women  to  bring  God's  kingdom  here  and  now.? 

Indian  Education  at  Hampton  — In  1878  Hampton  Institute 
opened  its  doors  to  American  Indians.  Capt.  R.  H.  Pratt  of 
the  United  States  Army  brought  to  Hampton,  on  the  invitation 
of  General  Armstrong,  some  Kiowas  and  Comanches,  who  had 
served  their  terms  as  prisoners  of  war  at  St.  Augustine,  Fla. 
These  seventeen  Indians  wished  "to  follow  the  white  man's  road 
a little  farther,  rather  than  return  to  their  Western  homes." 
Their  expenses  were  met  by  private  subscription.  (See 
"Hampton's  Work  for  the  Indians,"  written  by  Caroline  W.  Andrus 
and  published  by  Hampton  Institute. ) 

From  the  careful  records  wrhich  Hampton  has  kept,  "it 
has  been  easy  to  disprove  the  oft-repeated  statement  that  'all 
educated  Indians  go  back  to  the  blanket.'" 

From  1878  to  1912  Hampton  received  from  the  United  States 
Government  an  annual  appropriation  for  its  Indian  work.  "This 
covered  traveling  expenses  to  and  from  the  West,  board, 
clothing,  and  certain  incidentals."  The  Indian  scholarships 
were  paid  by  generous  friends  of  Hampton.  In  1912  the  Govern- 
ment assistance  to  eighty-one  Indians  at  Hampton  was  withdrawn. 
About  half  the  Indians  decided  to  remain  and  work  their  way 
independently. 

During  the  past  ten  or  fifteen  years  the  Indian  reserva- 
tion and  non-reservation  schools,  supported  by  the  United 
States  Government,  have  improved  greatly.  They  are  doing 
work  similar  to  that  which  is  undertaken  at  Hampton. 


Hampton  has  given  training  to  nearly  900  Indians  now 
living,  of  whom  130  are  graduates,  "scattered  from  Nova  Scotia 
to  the  Pacific,  from  Manitoba  to  Texas."  The  Indian  women, 
for  the  most  part,  have  married  and  become  makers  of  good, 
Christian  homes.  The  Indian  men  have  become  farmers,  stock- 
raisers,  mechanics,  teachers,  and  a few  have  gone  into  other 
professions . 

"Careful  records,  verified  by  frequent  trips  among  former 
[Hampton  Indian!  students,  show  that  eighty-seven  per  cent,  all 
things  considered,  made  satisfactory  records,"  says  Miss  Andrus, 


Hampton  is  still  open  to  Indians  "who  feel  the  need  of 
further  training  in  trades  or  agriculture,  in  domestic  science, 
domestic  arts,  or  normal  [teacher-training]  work." 


Hampton  In  st  it  tit  e 


-8- 


"The  reputation  of  Hampton  £ln&ian]|  graduates  and 
former  students  is  high,"  says  Doctor  Gregg.  "They  are 
frequently  found  among  the  most  intelligent  and  trust- 
worthy members  of  many  groups  and  tribes.  They  are  loyal 
and  grateful  for  their  Hampton  training." 

10  Chr i stian  Civilization  — In  1917  James  Hall,  a modern, 
four-story,  fire-proof  dormitory,  accommodating  175  boys  and 
representing  an  outlay  of  $100,000,  was  completed  by  the 
Hampton  Institute  tradesmen.  This  was  the  largest  and  most 
difficult  piece  of  construction  that  the  trade  students  had 
attempted  to  do.  The  funds  for  this  building  were  given  by 
Mrs.  D.  Willis  James  of  Hew  York  in  memory  of  her  husband, 
who,  for  many  years,  had  been  a valued  friend  of  Hampton 
Institute.  Arthur  Curtiss  James  of  Hew  York,  son  of  Mr. 

and  Mrs.  D.  Willis  James,  has  been  a trustee  of  Hampton  for 
many  years. 

"This  is  always  to  be  a school  for  Christian  civiliza- 
tion," declared  Doctor  Prissell,  at  the  laying  of  the  James 
Hall  corner-stone.  "Here  men  are  to  lead  lives  of  cleanli- 
ness and  orderliness.  Here  men  are  to  learn  to  devote  them- 
selves to  the  laws  of  health  and  to  clean,  moral  living.  This 
building  must  be  used,  to  help  men  lead  the  best  sort  of  life." 
This  policy  is  being  carried  out  at  Hampton  in  James  Hall  and 
in  all  the  other  dormitories. 

11  A Girls'  Dormitory  "Sung  Ho"  by  Hampton  Students  — In  the 

early  seventies  General  Armstrong  decided  to  build  at  Hampton 
a large  dormitory  for  girls.  He  had  $2000  in  sight.  The 
building  was  to  cost  nearly  $100,000.  He  said  to  Albert 
Howe,  his  warm  friend  and  associate:  "Plough  out  a hole  and 

pile  the  bricks  and  lumber  round.  I1 11  get  a parmy  of  people 
down  from  the  North  and  make  it  appeal  to  them."  General 
Armstrong  succeeded! 

In  1873  General  Armstrong  started  North  with  a band  of 
Hampton  singers  who  were  prepared  to  give  fine,  religious 
folk-song  concerts.  The  singers  remained  in  the  field  about 
two  and  one-half  years  and  gave  some  five  hundred  concerts. 
They  earned  thousands  of  dollars  for  Hampton  and.  made  many 
priceless  friendships  for  themselves  and  the  Hampton  School. 

In  1873  the  corner-stone  was  laid  and  in  1875  Virginia  Hall 
was  thrown  open  for  use. 

The  first  story  is  given  over  to  use  as  a great  dining- 
hall,  which  will  accommodate  at  one  time  some  900  students,  a 
modern,  well-equipped  kitchen,  a dining-hall  for  90  workers, 
pantries,  etc.  The  upper  stories  are  used  for  dormitory 
purposes.  Two  to  three  girls  live  in  each  room,  which  is 
subject  to  regular  and  careful  daily  inspection.  A number  of 
the  lady  teachers  live  in  Virginia  Hall.  Their  rooms  are 
cared  for  by  the  girls,  who  also  learn  how  to  cook,  sew,  and 
do  other  tasks  for  which  the  modern  homemaker  must  assume 
responsibility.  Hampton  makes  full  use  of  its  dormitories 
in  training  girls  how  to  do  well  the  branches  of  housework  in 
which  any  woman  would  wish  to  be  expert,  either  as  a doer  or 
as  a supervisor. 


no  •'  j !.  ■■ . 


Hampton  Institute  -9- 

Virginia  Hall  faces  a spacious  lawn  and  overlooks 
Hampton  Roads.  The  girls  find  an  opportunity  for  some 
wholesome  outdoor  recreation  near  Virginia  Hall  in  the 
little  free  time  which  they  have  between  their  rising  at 
six-thirty  and  their  retiring  at  nine-thirty,  after  a busy 
day  in  the  academic  class-rooms  or  in  the  home-economics 
lab  oratories. 

12  Trade-Education  at  Hampton  — Hr.  Francis  G.  Peabody  of 
Harvard  University,  vice  president  of  the  Hampton  board  of 
trustees,  says  in  his  history  of  Hampton  Institute,  which  he 
has  appropriately  called  "Education  for  Life":  "Trade-education 
as  conceived,  gradually  developed,  and  finally  realized  at 
Hampton  Institute,  is  a development  of  the  person  through  the 
trade,  rather  than  a development  of  the  trade  through  the 
person.  The  product  is  not  primarily  goods,  but  goodness; 

not  so  much  profit  as  personality." 

The  Armstrong-Slater  Memorial  Trade  School  at  Hampton 
was  opened  in  1896.  "Hot  only  is  there  need  for  more  indus- 
trial teachers  for  the  schools  of  the  South,"  said  Doctor 
Frissell,  "but  for  more  men  scientifically  trained  in  the 
theory  and  principles  of  the  trades.  ...  Our  present  shops 
have  been  unable  to  meet  the  demands  made  upon  them  for  in- 
dustrial leaders.  ...  Only  those  are  ultimately  to  be  allowed 
to  enter  through  the  Trade  School  into  the  productive  indus- 
tries who  have  previously  finished  a course  in  our  academic 
department  with  its  non  productive  [manual -training] 
department . " 

"To  accomplish  this  larger  aim,"  adds  Doctor  Peabody, 
"there  must  be  intelligence  as  well  as  dexterity,  knowledge 
of  the  world  and  of  its  needs  as  well  as  technical  skill  in 
production. " 

Negro  and  Indian  (see  section  9)  young  men,  trained  in 
the  Hampton  Trade  School,  serve  their  communities  as  mechanics 
or  contractors  and,  at  the  same  time,  are  also  active  workers 
in  the  church  and  Sunday  school,  carrying  into  action  Hampton's 
idea  of  intelligent,  unselfish  ser\rice. 

13  Domestic  Science  and  Agricultural  Equipment  — The  Horne- 
Economics  School  offers  a normal  course  of  two  years  in  home 
economics,  based  on  four  years  of  secondary  work.  There  is 
a growing  demand  for  teachers  of  cooking  and  sewing  in  city 
and  country  schools  and  for  extension  workers  in  the  home- 
economics  field.  This  is  due  in  part  to  the  increased 
emphasis  that  is  being  given  to  vocational  training  throughout 
the  United  States.  Hampton  aims  to  train  teachers  of  home 
economics,  home-demonstration  agents,  and  industrial  super- 
vising teachers. 

In  1898  the  present  Domestic  Science  Building,  which 
also  houses  agricultural  classes,  was  opened.  The  building 
contains  several  well-equipped  kitchens,  demonstration  rooms 
(such  as  a dining-room,  living-room,  and  bedroom),  a rug- 
weaving  and  industrial  sewing -room,  classrooms  for  the  teach- 
ing of  millinery,  dress-making,  dairying,  chemistry,  agricul- 
ture, and  other  household  or  home-making  arts,  as  well  as 
agricultural  classrooms  and  laboratories. 


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Hampton  Institute 


-10- 


Or owing  and  Conserving  Food  — Wor king  with  the  hands  i_s  a 
badge  of  honor  — this  doctrine  Hampton  has  consistently 
taught  men  and  women  ever  since  its  founding  in  1863.  111036 

who  wish  to  lead  their  people  from  poverty  and  ignorance  to 
the  higher  things  of  life  must  continue  to  look  to  the  soil 
as  the  source  of  lasting  wealth  and  economic  independence. 

In  times  of  peace,  as  well  as  in  times  of  war,  Hampton 
has  emphasized  the  value  of  scientific  farming  and  the  wise 
conservation  of  food.  Hampton  has  insisted  that  all  its 
students  —men  and  women  alike  — must  take  some  essential 
work  in  agriculture  so  as  to  prepare  themselves  for  safe 
race  leadership. 

General  Armstrong  and  his  successors  realized  fully 
the  significance  of  teaching  men  and  women  how  to  earn  an 
honest  living  and  rear  a sound  civilization  on  agriculture 
as  a basic  occupation  for  the  masses. 

Memorial  to  Robert  Curtis  Ogden  — The  Robert  Curtis  Ogden 
Auditorium  at  Hampton  Institute  stands  as  a national  monument 
to  one  of  America's  educational  statesmen.  It  is  a modern, 
well-equipped  auditorium  which  will  accommodate  some  2500 
persons.  It  cost  ab.out  $200,000.  Jiudlow  and  Peabody  of 
Hew  York  were  the  architects.  The  auditorium  is  most  satis- 
factory in  the  details  of  arrangement',  construction,  and 
equipment . 

When  Samuel  C.  Armstrong  came  to  the  United  States  from 
the  Hawaiian  Islands  he  brought  with  him  a letter  of  intro- 
duction to  Robert  C.  Ogden,  who  was  then  a young  man  begin-' 
ning  his  business  career  in  Hew  York.  For  thirty-odd  years 
Ogden  and  Armstrong  worked  together  with  a single  purpose. 

•To  them,  helping  men  to  help  themselves  became  a passion. 

When  Armstrong  went  Uorth  for  the  first  time  to  plead 
the  cause  of  the  unknown  Negro ‘school,  which  he  had  started 
not  far  from  Fortress  Monroe,  Ogden  threw  open  his  home  and 
introduced  the  future  "statesman-educator"  to  many  influential 
men  and  women  in  New  York  and  Brooklyn. 

These  two  high-spirited  young  men  — the  one  speaking 
prophetically  of  a better  day  for  all  men  through  education, 
the  other  quietly  co-operating  to  make  prophecies  become 
realities  — won  a host  of  friends  to  their  cause. 

When,  in  1893,  the  mantle  of  General  Armstrong  fell 
upon  the  strong  shoulders  of  Hollis  Burke  Frissell,  it  was 
Robert  C.  Ogden  who  oarae  forward  to  serve  Hampton  as  president 
of  the  Board  of  .Trustees  and  to  continue  his  most  loyal 
service  until  death  claimed  him,  too. 


Hampton  Institute 


-11- 


For  twenty  years  Robert  C.  Ogden  w as  a devoted  worker 
as  president  of  the  Hampton  Board  of  Trustees.  At  the  same 
time  he  extended  his  interest  to  movements  which  were  in 
keeping  with  the  educational  programs  that  had  been  worked 
out  by  General  Armstrong  and  Doctor  Fries ell. 

Mr.  Ogden*s  activities  included  the  education  of  white 
children  and  black  children;  wiser  giving  on  the  part  of 
Northern  philanthropists;  better  knowledge  of  economic  and 
educational  conditions  in  the  North  as  well  as  the  South; 
the  development  of  a new  public  attitude  toward  common  schools; 
the  organization  of  hundreds  of  citizensr  leagues;  and  the 
awakening  of  universities  to  the  importance  of  the  public 
schools . 

Ogden  Hall  is  used,  not  only  as  a center  for  student 
and  school  activities,  but  also  as  a community  center,  where 
white  and  colored  citizens  may  hold  public  meetings  and 
broaden  their  outlook  on  life.  The  large  and  well-equipped 
stage  makes  it  possible  for  Hampton  Institute  students  and 
workers  to  present  works  of  dramatic  and  musical  value. 

It  is  in  Ogden  Hall  that  the  great  Hampton  Institute 
chorus  sings  so  effectively  the  Negro  religious  folk-songs 
to  the  satisfaction  of  thousands  of  visitors  who  come 
annually  to  see  for  themselves  what  Hampton  is  doing  to 
prepare  Negro  and  Indian  youth  for  useful  living  and  safe 
race  leadership. 

In  Ogden  Hall  it  is  possible  for  white  mBn  and  women 
to  see  and  hear  the  American  Negroes  and  American  Indians  at 
their  best  and  to  evaluate  the  gifts  of  these  two  races  to 
American  and  world  civilization. 

16  Memorial  to  Collis  P.  Huntington  — The  library  at  Hampton 
Institute,  which  is  the  gift  of  Mrs.  Collis  P.  Huntington 
as  a memorial  to  her  husband,  a former  trustee  and  distin- 
guished American,  is  used  by  the  citizens  of  the  community 
in  which  the  school  is  located,  as  well  as  by  Hampton  workers 
and  students. 

"The  Library  contains  about  47,000  volumes,  including 
some  3000  volumes  relating  especially  to  Negroes  and  Indians. 
About  2000  volumes  are  shelved  for  reference  use  where 
readers  may  have  direct  access  to  them.  In  the  main  reading 
room  20  daily  papers  and  nearly  200  other  periodicals  are 
regularly  kept  on  file.  The  Library  also  contains  a large 
picture  room  with  a collection  of  over  20,000  mounted  pic- 
tures -which  are  used  for  the  frequent  picture  exhibitions, 
or  lent  to  teachers  for  class  use.  The  Library  proper  is 
open  eleven  hours  a day  on  week  days  and  four  hours  on 
Sundays."  These  statements  appear  in  the  official  school 
Catalogue.  About  15,000  books  are  circulated  annually.  The 
Library  attendance  per  year  averages  over  60,000. 


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Hampton  Institute 


-12- 


"The  independent  life  of  the  Library,”  says  the 
Librarian,  "began  in  1882  with  2000  volumes  and  from  that 
time  the  Library  has  grown  steadily,  net  only  in  the  extent 
ci  its  resources,  but  also  in  its  usefulness  to  the  school." 

17  Visual  Education  at  Hampton  — In  another  building  there  has 
been  developed  a Museum  which  contains  valuable  collections 
from  European  and  Asiatic  countries,  as  well  as  notable 
collections  from  the  life  of  .Negroes  (both  American  and 
African)  and  Indians  (both  American  and  British).  The 
Museum  is  equipped  with  a reflectoscope  and  a large  col- 
lection of  pictures  and  lantern  slides  which  is  used  by 
teachers  in  their  regular  class-room  instruction.  Hampton 
has  always  advocated  the  development  of  visual  education, 
which  so  many  men  and  women  are  now  hailing  as  a new 
educational  discovery. 

Hampton  has  long  believed  in  fostering  race  pride 
among  its  Negro  and  Indian  students.  It  has  been  happy  to 
be  able  to  place  before  American  Negroes,  for  example, 
"beautiful  fabrics  and  finely-tempered  steel  wrought  by 
African  Negroes  with  whom  the  white  man  has  never  come  in 
contact. " 

18  Y.  M.  C.  A.  Equipment  and  Work  — Hampton  Institute  has 
always  emphasized  the  value  of  Christianity  and  of  wholesome 
recreation  in  its  training  of  Negro  and  Indian  leaders. 

Clarke  Hall,  the  gift  of  Mrs.  Delia  S.  Clarke  of  New  York, 
in  memory  of  her  husband,  Charles  Spears  Clarke,  is  a 
$30,000,  two -story,  brick  structure  that  was  built  entirely 
by  Hampton  students  (except  the  slate  roof).  It  is  a demon- 
stration of  Hampton's  practical  trade  training.  It  was  the 
first  Negro-student  Y.  M.  C.  A.  building  in  the  United  States. 

Important  religious  and  educational  conferences  are 
held  from  time  to  time  at  Hampton  Institute  and  many  use 
Clarke  Hall,  which  contains  an  auditorium  which  will  seat 
over  800  persons.  The  building  is  so  arranged  that  a number 
of  the  small  class-rooms  or  conference  rooms  can  be  thrown 
open.  These  rooms  add  to  the  auditorium  capacity. 

The  lower  floor  contains  a large  social  hall  in  which 
students  meet  to  play  games  or  for  some  social  event.  At 
one  end  is  a good-size  reading  room.  On  the  walls  are  hung 
worthy  prints  of  fine  paintings.  The  hall  is  simply,  but 
adequately  furnished.  The  school  employs  a secretary  who 
helps  the  students  in  every  possible  way  to  become  reliable, 
upright,  serviceable  men. 

The  Y.  M.  C.  A,  and  Y.  W.  C.  A.  organizations  at 
Hampton  take  a deep  interest  in  neighborhood  missionary  work.- 
Hampton  students  put  their  religion  into  practice  by  serving 
the  poor  and  needy.  Boys  and  girls,  through  Association 
activities,  learn  how  to  become  missionaries  of  Christian 
service  as  well  as  social -welfare  workers.  These  Christian 
Associations  also  help  to  keep  student  morale  at  a high  level. 


-31- 


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Hampton  Institute 


-13- 


19  Hamnton  Girls  Study  Agriculture  — Hampton  girls,  many  of 
whom  later  serve  as  teachers  or  school  supervisors  and  many 
more  who  soon  "become  homemakers,  are  grounded  in  the  basic 
principles  of  modern,  scientific  agriculture. 

Girls,  working  in  small  groups  for  eight  months  (for 
five  forty-five-minute  periods  a week),  prepare  the  ground 
and  then  plant  and  care  for  a small  garden  which  will  supnly 
a family  with  its  green  vegetables.  This  work  is  done  under 
thorough  supervision.  The  Hampton  girls  also  learn  how  to 
dry  and  can  fruits  and  vegetables  for  winter  use. 

At  Hampton  girls,  as  well  as  boys,  learn  the  essential 
facts  concerning  the  process  of  soil  formation,  the  importance 
of  good  soil  texture,  the  use  and  control  of  moisture  to 
plants,  the  value  and  use  of  farm  manures,  and  the  proper 
methods  of  soil  tillage. 

The  cultivation  of  flowers  and  shrubs  is  also  a part 
of  every  girl’s  course  at  Hampton.  Corresponding  emphasis 
is  laid  on  the  planting  of  trees,  shrubs,  and  plants  about 
homes,  schoolhouses , and  churches. 

20  Training  Homemakers  — Girls  also  learn  correct  methods  of 
making  the  interior  of  a home  attractive  and  comfortable, 

as  well  as  sanitary.  They  are  taught  how  to  dress  appropriate- 
ly, how  to  use  colors  in  proper  combinations,  and  how  to  make 
homelife  beautiful,  as  well  as  morally  clean. 

Girls  at  Hampton  learn  how  to  draw'  artistic  designs  for 
rugs,  sofa-pillow  covers,  bags,  and  scarves,  which  they  later 
weave  on  appropriate  looms.  They  learn  how  to  combine  proper- 
ly colors  and  house  furnishings  as  a part  of  their  training  for 
better  homemaking,  which  is  the  most  important  Hampton  aim. 

The  products  of  the  rug -weaving  department  include  rugs 
of  all  sizes  and  kinds  of  fabric,  hand-bags,  wood-carriers, 
cushion  covers,  and  ornamental  gifts.  Girls  learn  how  to  make 
useful  and  attractive  articles  out  of  many  so-called  waste 
products  — odd  cuttings  from  silk,  cotton,  and  woolen  goods. 

Along  with  this  artistic  rug-weaving,  the  girls  at 
Hampton  learn  in  the  same  department  how  to  make  sheets, 
pillowcases , underwear,  aprons,  towels,  and  other  articles 
which  are  sometimes  classified  as  industrial  products.  The 
boarding  departments  of  the  school  are  kept  supplied  by  the 
girls  who  work  in  the  industrial  sewing -room.  The  girls  by 
this  practical  work  earn  money  with  which  they  partially  pay 
their  way  through  four,  five,  or  six  years  of  study  at  Hampton. 

Colored  and  Indian  (see  section  9)  girls  at  Hampton 
Institute  receive  thorough  training  in  the  how  and  why  of 
cooking,  sewing,  housewifery,  laundering  work,  gardening, 
methods  of  teaching,  and  community  organization. 


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Hampton  Institute 


-14- 


21  School  Work  Related,  to  Daily  Living  — ’’The  organization  of 
the  girls’  work,”  to  quote  from  "A  Hampton  Girl’s  Training/’ 
written  by  Miss  Carrie  Alberta  Lyford,  Director  of  the  Home- 
Economics  School,  for  the  Southern  Workman  (published  by 
Hampton  Institute),  "is  carefully  planned  to  utilize  every 
phase  of  their  daily  living  while  in  school  as  a preparation 
for  the  work  which  they  are  to  carry  on  in  after  life. 

Because  they  are  being  prepared  to  become  home-makers, 
teachers,  and  leaders  in  their  home  communities,  every  girl 
is  given  opportunity  to  perfect  herself  in  household  arts 
and  in  the  science  of  right-living,  in  order  that  she  may 
properly  conduct  a home  and  inspire  others  to  high  standards 
of  home-making. 

’’Classes  in  the  home- economics  subjects  customarily 
presented  are  held  throughout  the  academic  course,  but  these 
form  only  a small  part  of  the  training  received,  for  during 
the  ’work  year, ’ which  every  girl  is  urged  to  take  and  in 
which  a large  number  are  enrolled,  and  on  the  weekly  ’work 
day,’  expected  of  all  students  during  their  day-school 
course,  every  girl  is  assigned  to  some  form  of  housev/ork 
which  she  must  pursue  until  she  can  perform  it  with  ease. 

"Artificial  situations  are  not  created  for  the  purpose 
of  giving  the  girls  insight  into  processes  with  which  they 
should  become  far.il iar,  for  all  the  work,  which  is  necessary 
in  the  daily  conduct  of  the  school,  becomes  the  field  of 
study  of  the  student,  and  the  control  of  situations  under  the 
constantly  varying  conditions  of  daily  life  must  be  mastered. 
This  means  careful  oversight  and  requires  a large  number  of 
teachers  for  the  purpose  of  supervising  the  training  of  the 
girls  in  the  proper  methods  of  work. 

"The  training  and  development  of  the  students  super- 
sedes the  mere  accomplishment  of  the  task,  necessary  as  that 
is  to  the  maintenance  of  the  standard  of  the  institution. 

The  daily  life  of  the  school  bears  witness  to  the  success 
with  which  the  task  is  accomplished,  while  the  useful  lives 
of  Hampton's  many  \7onen  graduates  are  an  ever-growing  testi- 
mony to  the  permanent  ^alue  of  such  training.” 

22  Common  Things  Done  in  an  Intelligent  IJay  — Hampton  girls  are 
trailed  to  become  good  home-makers  and  teachers.  They  are 
taught  to  believe  that  their  education  is  a sacred  trust  which 
must  be  used  to  help  uplift  others. 

Girls  at  Hampton,  working  under  faithful,  skilled, 
modern  teachers,  learn  how  to  prepare,  cook,  and  serve  attrac- 
tive and  wholesome  meals.  They  learn  tG  cook  according  to 
rule  and  the  principles  of  correct  diet.  Hampton  girls  are 
taught  how  to  do  plain  sewing  and  how  to  cut,  fit,  and  make 
dresses.  They  learn  hew  to  do  the  common  tasks  of  home- 
making in  an  uncommon,  intelligent  way.  They  learn  how  to 
defeat  much  of  the  drudgery  of  every-day  housework,  by  putting 
thought  and  skill  into  the  performance  of  their  duties. 


Hampton  Institute 


-15- 


A number  of  Hampton- trained  girls  are  serving  in 
Virginia  and  other  Southern  states  as  county  supervisors  of 
industrial  work,  including  cooking,  sewing,  manual  training, 
and  public  health. 

Girls  at  Hampton,  in  addition  to  their  work  in  home 
and  school  gardening,  are  given  instruction  in  the  best 
methods  of  caring  for  poultry  and  poultry  products  and  of 
serving  poultry  attractively  on  the  home  table. 

Girls  at  Hampton  learn  in  the  household- handicrafts 
class,  which  is  frequently  called  the  "gumption  class," 
how  to  cane  chairs,  set  window-panes,  repair  books,  mend 
shoes  and  do  simple  carpentry  work  so  as  to  be  able  to 
help  all  the  people  in  a community  to  lead  more  useful 
lives.  (Gumption  means  common-sense  or  intelligent  initiative.) 

Hampton  girls  in  the  Laundry  learn  the  best  ways  of 
sorting  clothes,  removing  stains,  washing,  blueing,  sta.rch- 
ing,  ironing,  folding,  and  distributing  clothes.  For  the 
Hampton  family  of  nearly  1000  students  and  workers  the 
school  Laundry  handles  every  week  nearly  30,000  pieces. 

The  folio-wing  "housework  card"  indicates  the  tasks 
which  Hampton  girls  must  learn  how  to  perform  well: 

Bedmaking;  sweeping  and  dusting;  caring  for  washstand  and 
wardrobe;  cleaning  floors  and  rugs,  bath  and  sinkrooms, 
corridors  and  stairs;  table  setting  and  clearing:  dish- 
washing and  care  of  towels;  scrubbing:  silver  cleaning 
and  knife  polishing;  waiting  on  table.  Hampton  grades 
the  pay  of  students  on  the  basis  of  the  quality  of  work 
that  is  performed. 

23  The  Hampt on  Snirit  of  Service  — Hampton  students  from  the 
earliest  days  of  the  School  have  been  active  neighborhood 
missionaries.  Every  Sunday  afternoon  a large  band  goes  forth 
to  serve  the  poor  and  aged  and  unfortunate.  Some  visit  the 
cabins  of  the  lowly.  Some  hold  simple  services  of  prayer 
and  song  in  the  local,  county  jail,  poorhouse,  and  neighbor- 
ing hospital  for  aged  soldiers.  Some  teach  in  the  neighbor- 
hood Sunday  schools. 

Carrying  out  the  ideas  of  General  Armstrong,  the 
Hampton  boys  and  girls  practice  unselfish,  intelligent, 
Christian  service.  Doctor  Frissell  used  to  say:  "Everyone 
who  goes  out  from  Hampton  is  supposed  to  have  a strong  body, 
a mind  to  think,  and  a will  to  do." 

24  Boys  and  Girls  Learn  Dairying  — Boys,  as  well  as  girls,  at 
Hampton  learn  how  to  care  scientifically  for  milk  ard  milking 
utensils;  how  to  make  tests  for  butter- fat;  how-  to  ripen  and 
churn  cream;  how  to  utilize  skim  milk  and  whey;  and  how  to 
wash,  salt,  and  market  butter. 


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Hampton  Institute 


-16- 


In  the  regular  agricultural  course  Hampton  hoys  make 
a careful  and  detailed  study  of  the  dairy  cow;  the  factors 
governing  milk  production,  such  as  selecting,  feed.ing,  and 
care;  the  production,  handling,  and  marketing  of  clean  milk 

The  dairy  equipment  at  Hampton  is  modern  and  is 
inspected  annually  with  great  interest  and  satisfaction 
by  many  hundreds  of  visitors.  American  public  interest  is 
becoming  thoroughly  aroused  in  favor  of  an  adequate  supply 
of  pure,  raw  milk.  Hampton,  through  its  insistence  upon 
having  well-bred*  healthy  cows  — cows  that  must  be  handled 
gently  and  intelligently  by  scrupulously  clean  milkers  — 
has  shown  clearly  the  possibility,  as. well  as  the  value, 
of  securing  a large  supply  of  pure,  raw  milk,  which  as  a 
general  food  is  unsurpassed. 

25  Mixing  Brains  with  Work  — Negroes  and  Indians  who  study 
farming -at  Hampton  Institute,  grow  the  common  vegetables 
for  the  school  family  of  a thousand  students  and  workers. 

They  care  for  the  common  farm  animals  — horses, 
cows.,  mules,  pigs,  chickens.  They  learn  by  doing.  They 
also  ea.rn  while  they  learn.  Here  is  vocational  education 
which  is  as  good  in  practice  as  it  is  in  theory. 

Indeed  what  Hampton  and  Tuskegee  have  been  doing 
well  for  black  boys  during  more  than  half  a century,  the 
experts  in  education  are  discovering  as  brandnew  educational 
aims  and  methods ! 

Negro  and  Indian  boys  handle,  according  to  the  best 
modern  farm  practice,  such  products  as  milk,  cream,  butter, 
hay,  corn,  and  silage. 

They  mix  brains  with  all  their  work  — plowing, 
harrowing,  planting,  cultivating,  harvesting,  and  doing 
"chores . " 

For  these  Hampton  boys  the  carefully-tilled  fields, 
the  sanitary  dairy  barn,  with  its  well-groomed  cows,  and 
the  busy  creamery  furnish  the  opportunity  of  training  for 
real  and  efficient  rural  leadership. 

26  Men,  Crops , Profits  — "Shellbanks  Farm"  — the  gift  to 

Hampton  of  Mrs.  Mary  Hemenway,  of  Boston,  in  187S  — has 
given  many  a colored  and  Indian  boy  the  start  he  needed 
along  the  road  to  strong  character.  Here,  six  miles  from 
the  main  school,  hard  work  for  nine  or  ten  hours  a day, 
week  by  week,  month  by  month,  ha.s  been  combined  with  a 
sane  and  wholesome  home  life.  What  have  been  the  results? 
The  answer  is  brief  but  full  of  meaning:  Men,  crops » and 

profits . . 


Hampton  Institute 


-47- 


Some  of  Hampton's  most  useful  and  respected 
graduates  are  the  so-called  "Shellbahks  boys”  01  yesterday 
Many  of  the  most  reliable  officers  in  the  school  batta-ion 
and  members  of  the  upper  Hampton  classes  are  "Snell bank s 

boys . " 

The  profits  of  Shellbahks  are  not  simply  to  be 
reckoned  in  dollars,  but  also  in  terms  of  Negro  and 
Indian  character-building,  as  well  as  of  service  rendered 
white  communities  through  the  presence  of  safe  Negro  and 
Indian  leaders. 


. Cleaning,  feeding,  and  milking  cows  from  four- 
fifteen  in  the  morning  until  breakfast  time  at  six-thirty; 
a couple  of  hours  for  rest;  a study  period  and  agricul- 
tural recitations  until  noon;  military  drill .and  dinner; 
a very  little  more  rest;  the  afternoon  care  of  the  cov/s ; 
and,  finally,  two  hours  of  academic  work  in  night  school  - 
this  is  a sample  of  the  Hampton  boy's  daily  program  as  a 
first-year  agricultural  student.  Hard  life  this  is,  but 
it  makes  men.' 

27  Work  in  Pract ical  Farming  — Hampton  boys  who  take  the 
agricultural  course  learn  the  value  of  cover  crops  in 
conserving  soil  fertility.  They  also  learn  the  value  of 
plowing-in  green  manure  crops  which  have  first  been  used 
as  cover  crops.  Instead  of  spending  money  needlessly  on 
commercial  fertilizers,  the  Hampton  farmers-in-t raining 
practice  real  thrift  by  using  the  resources  at  their 
home  doors. 

At  Hampton  boys  learn  how  to  care  for  horses,  cows, 
pigs,  and  chickens,  as  well  as  for  gardens,  orchards, 
and  open  fields  of  corn,  wheat,  and  potatoes. 

The  work  in  practical  farming  at  Hampton  is  done 
under  the  careful  supervision  of  skilled  instructors  and 
is  supplemented  by  class-room  studies  directed  by  these 
same  men  — men  who  know  the  theory  and  practice  of 
scientific  farming. 

28  Trade  Experience  for  Farmers  — Agricultural  students  at 
Hampton  also  receive  some  instruction  in  the  elements  of 
blacksmithing,  wheelwright ing,  bricklaying,  carpentry, 
tins mi thing,  shoemaking,  pipefitting,  painting,  harness 
repairing,  and  drafting.  The  obj act  of  this  extra  work 
is  to  fit  the  Hampton  student  to  do  the  small  jobs  about 
the  farm  and  to  make  him  master  of  his  surroundings 
instead  of  a stupid  drudge. 

. General  Armstrong  said  repeatedly:  "The  Negro  race 

will  succeed  or  fail  as  it  shall  devote  itself  with  energy 
to  agriculture  and  mechanic  arts,  or  avoid  these  pursuits, 
and  its  teachers  must  be  inspired  with  the  spirit  of  hard 
work  and  acquainted  with  the  ways  that  lead  to  material 
success . " 


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Hampton  Institute 


-18- 


Hampton  Institute  has  never  lost  sight  of  General 
Armstrong's  injunction:  "The  teacher-farmer  is  the  man  for 
the  times;  he  is  essentially  an  educator  throughout  the 
year. " 

29  Pract ical  Bricklaying  — The  students  in  the  bricklaying 
and  plastering  department  touch  the  life  of  the  Hampton 
School  at  many  points.  They  set  boilers  in  the  power  house 
build  the  bake  ovens  which  are  used  in  the  kitchens;  repair 
the  plastering  in  the  students’  dormitories  and  other  school 
buildings;  keep  the  granolithic  walks  in  repair;  a.nd  do  the 
necessary  construction  work  in  connection  with  the  erection 
of  new  buildings. 

When  one  of  the  boysT  dormitories  was  converted 
from  an  open  dormitory  into  one  with  enclosed  rooms  * the 
students  in  the  bricklaying  and  plastering  department 
rendered  excellent  service.  Then,  too,  when  the  school 
decided  to  add  another  story  to  the  Hampton  Trade  School, 
bricklayers  and  plasterers  did  their  part  of  the  work 
most  satisfactorily. 

In  building  Clarke  Hall,  which  is  the  student 
Y.  M.  C.  A.  building,  Hampton  student  bricklayers  set  all 
the  stone  and  laid  all  the  brick.  The  columns  of  the 
loggia,  made  of  molded  brick  and  set  on  seven  diameters, 
formed  a very  complicated  piece  of  work.  In  this  struc- 
ture the  students  had  to  construct  flat  arches  and  panels 
of  various  kinds.  This  building,  indeed,  has  been  an 
excellent  demonstration  of  the  fruit  of  the  practical 
training  which  Hampton  tradesmen  receive. 

After  having  become  proficient  in  laving  a plain 
wall,  students  are  given  a little  speed  work.  They  are 
tested  first,  however,  on  their  accuracy.  Boys  work  from 
blueprints  and  complete  an  interesting  series  of  practical 
shop  exercises.  They  learn  how  to  build  a small  corner, 
consisting  of  perhaps  twelve  courses;  how  to  lay  a.  four- 
inch  wall  with  the  American  bond;  how  to  raise  a wall  that 
must  be  bui]t  to  a given  line;  how  to  do  founation  work; 
how  to  construct  piers,  chimneys,  and  fireplacej;  how  to 
lay  off  and  construct  segmental,  circular,  and  elliptical 
arches.  The  technical  work  which  the  bricklayers  and 
plasterers  do  indoors  is  as  nearly  full  size  as  possible. 
Indeed,  the  shop  work,  as  far  as  it  is  carried,  is  full 
size  and  is  made  as  practical  as  if  it  were  to  become 
permanent , 

Negro  and  Indian  tradesmen  are  taught  how  to  use 
and  care  for  the  regular  tools  of  their  trade  — the  trowel, 
the  hammer,  the  chisel,  the  plumbing  rule  and  bob,  and  the 
steel  square.  They  learn  to  make  the  practical  calcula^ 
tions  which  are  required  in  their  everyday  work.  They  are 
encouraged  to  read  the  standard  trade  journals  and  textbooks. 


Hampton  Institute 


-19- 


Instruction  in  plastering  is  also  given  to  the 
Hampton  bricklayers.  The  boys  begin  with  exercises  in 
trowel  handling  and  then  pass  on  to  work  on  plain  walls 
and  the  different  kinds  of  arches  that  are  commonly  used 
in  modern  building  practice.  They  are  taught  how  to  use 
the  common  tools  with  which  the  average  plasterer  must  earn 
his  living.  Here,  again,  the  Hampton  students  receive  a 
• wide  range  of  practical  training  in  the  construction  and 
repair  work  done  on  the  numerous  school  buildings. 

30  Pro.i  ect  Method  of  Teaching  — The  agricultural  boys  at 
Hampton  receive  instruction  in  the  bricklaying  and  plaster- 
ing department  one  day  each  week  for  three  months.  They 
are  taught  concrete  work  and  the  building  of.  small  piers, 
fence  posts,  and  water  troughs.  They  also  have  some  elemen- 
tary work  in  plastering.  Boys  who  are  taking  the  regular 
trade-school  course  in  carpentry  receive  about  twice  as 
much  work  in  the  bricklaying  and  plastering  department  as 

do  the  agriculture  boys.  They  are  taught  in  the  technical 
shop  how  to  do  plastering  and  how  to  build  piers,  founda- 
tions, chimneys,  and  fireplaces.  (See  section  28.) 

31  Preparing  the  Printed  Message  of  Service  — The  modern 
master  printer  is  certainly  a well-trained  man.  He  does 
not  "just  grow."  He  is  a thinker,  a planner,  a refined 
product.  He  believes,  among  other  things  tested  by  results, 
that  he  has  won  a partial  victory  for  his  goods  when  the 
material  bearing  his  press  imprint  does  not  go  at  once  into 
the  yawning,  proverbial  waste-basket.  He  makes  an  honest 
effort  to  have  his  printing  so  attractive  that-  even  busy  men 
and  women  will  stop  to  read  his  announcement,  his  booklets, 
his. magazines. 

The  last  trench  has  been  taken  when  he  knows  the.t  his 
printing  has  been  an  instrument  in  helping  to  make  the  same 
busy  people  willing  to  support  — financially,  as  well  as 
morally,  perhaps  — some  commercial  venture  or  philanthropic 
cause  which  had  been  near  his  own  heart.  Here,  then,  is  the 
final  blending  and  testing  of  theory  and  practice. 

The  Hampton  printers  not  only  touch  every  department 
of  the  school,  but  they  also  make  possible  the  spreading  of 
Hampton’s  message  — education  for  service.  A few  specific 
cases  follow: 

32  Hampton  Af ield  — Whenever  the  Hampton  Singers,  now  well- 
known  nationally  for  their  plantation  melodies  — the 
"spirituals"  of  the  Old  South  — go  into  the  field,  with  a 
group  of  speakers,  to  create  new  interest  in  the  school’s 

• method  of  training  efficient,  Christian  leaders  among  Negroes 
and  Indians,  as  well  as  to  raise  money  for  Hampton’s  growing 
work,  the  printing  department  co-operates  in  producing 
attractive  invitations,  programs,  and  booklets  which  will 
win  the  attention  and  hold  the'  interest  of  possible  friends 
of  just  ideas  of  education. 


.roi 


Hampton  Institute 


-20' 


33  Hampton1 s Illustrated,  Monthly  Magazine  on  Race  Relations  — 
Whenever  the  Principal  of  Hampton  wishes  to  reach  the 
public  with  an  editorial  or  report  on  the  school's  work, 

or  needs,  or  progress,  he  prepares  his  material  for  the 
Southern  Workman  — Hampton's  illustrated,  monthly  maga- 
zine, founded  in  1272  — and  then  leaves  the  task  of  getting 
out  an  attractive  production  to  the  printers,  who  work  in 
co-operation  with  the  Publication  Department. 

34  Helps  for  Teachers  in  Service  — Whenever  colored  rural 
teachers  are  to  be  reached  with  helpful  information  con- 
cerning manual  training,  ciub  work  for  children  or  grown-up 
folks,  cooking,  sewing,  home-making,  or  community  improve- 
ment methods,  the  Hampton- trained  printers  produce  by  the 
thousand  Hampton  Leaflets „ and  thereby  help  to  extend  the 
school's  influence  for  good,  both  for  today  and  tomorrow, 
to  sections  in  America  and  in  foreign  lands  in  which  there 
is  still  need  of  reshaping  public  opinion  in  matters  of 
practical  education. 

35  Publicity  for  Constructive  Ideas  — The  Hampton  Institute 
Press  Service  keeps  in  touch  with  837  periodicals  (white, 

580,  and  Negro,  257).  It  furnishes  carefully  prepared, 
constructive  news-stories  or  news -summaries  on  the  problems 
and  the  progress  of  Negroes  to  selected  lists  of  p.eilodicals 
and  to  leaders  in  the  movement  for  inter-racial  co-operation. 

36  Carpentry  and  Cabinet making  — Products  tell  a striking 
story  of  the  aims  and  methods  of  the  carpentry  and  cabinet- 
making courses  offered  in  the  Hampton  Institute  Trade 
School.  These  products  are  expressed  in  Negro  and  Indian 
mechanics  who  have  gone  out  among  thesfer  peoples  and  are  now 
serving  their  communities  as  Christian  and  efficient 
builders.  They  are  also  expressed  in  well-built,  attrac- 
tive Hampton  buildings  and  in  serviceable  accessories  of 
the  home  and  school. 

In  the  busy  shops,  on  the  scaffoldings  of  new  struc- 
tures, in  odd  nooks  and  corners  of  the  Hampton  grounds, 

Negro  and  Indian  carpenters  have  for  many  years  been  daily 
mastering  the  building  art  and  have  been  preparing  them- 
selves for  life's  emergencies  by  learning  how  to  make  the 
best  possible  use  of  their  resources  — time,  tools,  skill, 
and  moral  qualities. 

Today  the  construction  of  the  school  buildings  and 
the  necessary  repairs  are  being  satisfactorily  done  by 
student  tradesmen.  Naturally  a good  share  of  this  inter- 
esting work  falls  to  the  lot  of  the  carpenters.  A few 
years  ago,  when  it  became  necessary  to  remodel  the 
Principal's  home,  one  of  the  oldest  buildings  on  the 
Hampton  carpus,  Negro  and  Indian  tradesmen  did  the  neces- 
sary tearing  down  and  building  up.  These  opere.tions  were 
not  easy  tasks.  The  bulk  of  the  work  had  to  be  done  in 
hot  and  trving  weather.  The  boys  labored  with  a will.  They 
were  happy  to  have  an  opportunity  of  doing  well  what  pro- 
fessional builders  considered  a difficult  piece  of  work. 


Hampton  Institute 


-21- 


Later,  v/hen  the  school  authorities  decided  to  add  a 
story  -ito  the  Armstrong-Slater  Memorial  Trade  School,  the 
student  tradesmen  again  attacked  with  enthusiasm  the 
laborious  task  of  raising  the  heavy  roof  and  putting  on  the 
second  story.  Then  came  the  tedious  days  devoted  to 
finishing  the  interior  work.  There  was  always  the  joy  of 
doing  successfully  tasks  generally  considered  beyond  the 
reach  of  tradesmen  in  the  training. 

While  construction  work  calls  for  ability  to  read 
working  drawings  and  follow  detailed  specifications,  the 
demands  made  by  repair  problems  areiin  many  instances  even 
more  taxing.  To  make  a repair  quickly,  skillfully,  and 
economically,  requires  unusual  ability.  Hampton  Institute 
is  indeed  an  industrial  village  in  which  there  is  constant 
demand  for  men  who  can  do  good  repair  and  construction  work. 

Today  Negro  and  Indian  young  men,  trained  in  the 
Hampton  Trade  School,  are  serving  their  communities  as  good 
mechanics  or  contractors  and,  at  the  same  time,  are  also 
active  workers  in  the  church  and  Sunday  school,  carrying 
out  the  ideas  for  which  Hampton  Institute  has  always  stood. 

7 Blacksmiths  Learn  to  Shoe  Horses  at  Hampton  — "If  you 
don't  believe  that  it  takes  some  rea},  worth-while  educa- 
tion to  shoe  a horse  "roperiy,  then,  try  to  shoe  the  next 
horse  you  see."  William  Hodges  Mann,  former  Governor  of 
Virginia,  frequently  uses  words  to  this  effect  to  give 
added  force  to  his  public  appeal  for  practical,  common- 
sense  training  of  all  classes  for  special  service  to  the 
community.  Hampton  understands  fu7  ly  the  importance  of 
applying  Governor  Mann's  idea  to  the  making  of  blacksmiths 
and  wheelwrights,  as  we?l  as  other  tradesmen,  teachers, 
and  farmers . 

Hampton  takes  boys  who  are  "green  from  the  woods" 
and,  by  careful  training,  through  tasks  of  graduated  diffi- 
culty, develops  tradesmen  who  learn  to  do  the  so-called 
common  tasks  of  life  with  skill  and  understanding.  The 
school  itself,  which  is  an  industrial  village,  furnishes  a 
variety  of  work,  which  makes  it  possible  to  give  Negro  and 
Indian  students  the  task  which  they  need  to  develop  their 
latent  powers. 

Whenever  a wagon  is  built  in  the  wheelwright  shop, 
it  is  passed  to  the  blacksmiths  to  have  the  necessary  iron 
work  properly  fitted.  The  axles  are  welded;  the  wheels 
are  fitted  with  the  tires;  and  the  springs  are  fastened  or 
clipped  to  the  wagon  gear.  The  iron  which  is  used  on  the  . 
wagon  is  carefully  measured,  worked  into  shape,  and  properly 
fitted  on  the  body  and  gear  built  by  the  wheelwrights.  If 
work  has  to  be  done  on  a school  boat,  then  the  blacksmiths 
and  wheelwrights,  along  with  other  tradesmen,  are  on  hand 
to  do  the  necessary  repair  or  construction  job. 


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Hampton  Institute 


-22- 


Ha  mpt  on  tradesmen  also  do  a considerable  amount  of 
commercial  work.  This  includes,  for  the  blacksmiths  and 
wheelwrights,  the  making  of  railroad  and  wharf  trucks  in 
some  twenty-five  styles,  and  the  building  and  repairing  of 
wagons,  as  -well  as  a variety  of  carts  and  wheelbarrows. 
Attractive  andirons,  sets  of  fire  tools,  fire  screens, 
.well-made  forging  tools  — these  are  some  of  the  interesting 
products  of  the  bhcksmith  sho£>. 

The  students  are  encouraged  to  returri  to  their  home 
communities  and  there  put  in  ad t ion  the  ideas  which  they 
have  gained  at  Hampton.  Service  and  efficiency  are 
emphasized  at  every  turn  during  the  courses  which  are  given 
in  the  Hampton  Institute  Trade  School. 

38  Making  Trucks  with  Wood- working  Machines  — The  Hampton 
carpenters  learn  to  use  the  ordinary  v/ood-working  machines  — 
planer,  circular,  band,  and  jag  saws,  jointer,  shaper, 
mortise,  tenon,  and  pulley  machines,  and  lathes.  They  also 
learn  how  to  manage  individual  motors.  They  receive  for 

use  during  their  course  a complete  kit  of  good  tools,  being 
charged  with  the  cost  of  those  which  are  lost  or  carelessly 
abused.  They  receive  compensation  for  all  repair  and  con- 
struction work,  in  this  way  earning  money  which  they  use  in 
helping  to  pay  for  their  education. 

39  House-Building  by  Hampton  Tradesmen  — The  aim  in  the 
practical  carpentry  work,  especially  after  the  early 
technical  training,  is  to  prepare  the  tradesmen  to  do  well, 
economically,  and  with  the  common  tools,  as  much  work  as 
possible  in  a minimum  of  time.  They  are  taught  to  handle 
their  tasks  like  skilled  workmen.  The  equipment  in  the 
carpentry  and  cabinetmaking  Shops  is  good;  the  materials 
used  are  of  the  best;  the  instruction  is  as  complete  as 
possible. 

During  the  entire  carpentry  and  cabinet making  courses 
. the  Hampton  students  combine  technical  and  practical  work. 
They  construct  in  the  technical  shop,  for  example,  full- 
size  door  and  window  frames,  make  sashes  and  doors,  and 
learn  how  to  put  on  the  common  forms  of  hardware.  In  all 
these  operations  they  have  to  work  from  regular  shop  draw- 
ings. The  applied  work  in  carpentry  includes  the  necessary 
construction  and  repair  work  which  is  done  on  the  one 
hundred  and  forty-odd  buildings  of  the  Institute.  How  can 
this  work  be  done  with  student  labor?  is  a common  question 
with  visitors.  The  answer  is  that  the  Hampton  boys  are  in 
dead  earnest.  They  come  to  school  to  learn;  they  do  what 
. they  are  told  to  do;  they  make  good. 

The  following  groups  of  tradesmen  are  utilized  in 
building  a modern  stucco  dwelling;  blacksmith?;  bricklayers 
and  plasterers;  cabinetmakers  and  carpenters;  machine 
workers;  painters;  stearcf itters  and  plumbers;  and  tinsmiths. 
Then,  too,  electricians  render  invaluable  service  in  in- 
stalling the  necessary  wiring  and  fixtures. 


Hampton  Institute 


-co- 

Modern  house  construction  furnishes  a fruitful  field 
of  labor  for  tradesmen  who  are  serious  minded  and  who  wish 
to  master  difficult  problems!  (See  also  section  42b.) 

40  Collegiate  Agricultural  Course  — To  train  teachers  of 
agriculture  and  county  agents  — men  who  spend  several  days 
each  week  in  the  field,  helping  men  to  raise  better  crops, 
conserve  food,  form  simple  co-operative  organizations, 
develop  community  good-will,  lead  boys  to  an  enlarged 
interest  in  farming,  and  cultivating,  at  the  same  time, 
their  own  home  farms  to  serve  as  good  neighborhood  examples  — 
this  is  the  aim  of  the  Hampton  collegiate  course  in  agricul- 
ture, for  the  completion  of  which  the  degree  of  "Bachelor 

of  Science  in  Agriculture"  is  granted. 

The  course  is  one  covering  three  years,  —36  months  of 
work  and  study,  —based  on  four  years  of  secondary-grade 
work.  The  course  includes  English  (composition  and  litera- 
ture), mathematics,  physics,  chemistry  (inorganic,  organic, 
and  agricultural),  hygiene,  rural  economics  and  sociology, 
rural  sanitation,  field  and.  forage  crops,  farm  management, 
farm  projects,  animal  husbandry,  apprentice  field  work,  and 
other  subjects  which  are  normally  studied  in  a course  at 
this  level. 

"About  half  of  the  required  work,"  says  Warren  K. 
Blodgett,  director  of  the  Hampton  Institute  Agricultural 
School,  "concerns  itself  with  strictly  technical  agricul-  ' 
tural  subjects,  such  as  animal  husbandry,  field  crops,  or 
farm  engineering.  The  rest  of  the  time  is  devoted  to 
written  expression,  literature,  or  social  science.  ... 
Students  study  and  learn  in  classroom  and  library,  on  the 
farm,  and  by  taking  part  in  demonstrations  with  county 
agents  and  others  in  rural  communities.  All  who  take  the 
course  have  opportunity  to  see  and  do  rural  work  under  the 
guidance  of  experienced  men  already  in  the  field." 

The  student's  intelligent,  Christian  service  to  his 
people  is  the  guiding  principle  of  curriculum-making  at 
Hampton. 

41  The  Business  School  — "To  train  students  to  become  trust- 
worthy and  capable  men  and  women,  doing  business  in  the 
sight  of  God,  and  to  send  out  teachers  who  will  help  others 
to  have  this  aim”  — this  is  the  declared  aim  of  the  Hampton 
Business  School.  The  course  covers  two  years  of  work  in 
advance  of  the  secondary-grade  level.  In  this  course  of 
two  years  the  complex  business  organization  of  the  Institute 
itself  is  used  as  a training  ground  for  the  young  men  and 
women.  Institute  offices  and  departments  are  opened  to 
students  for  their  practice  work.  American  Uegroes  now  pay 
taxes  on  an  assessed  wealth  of  more  than  one  and  a half 
billion  dollars. 


Hampton  Institute 


-23a- 


42  Teacher- training  Work  — According  to  the  latest  Hampton 

Institute  catalogue  "the  aim  of  the  Normal  School  is  to 
train  principals,  supervisors,  and  teachers  of  high  schools 
and  elementary  schools."  Pour  courses  are  offered: 

(1)  Collegiate  Normal,  standard  four -year  college  course, 
leading  to  the  degree  of  "Bachelor  of  Arts  in  Education"; 

(2)  High-School  Teachers,  two-year  course  of  college 
professionalized  subject-matter  courses,  leading  to  Normal- 
School  Diploma  and  High-School  Teaching  Certificates; 

(3)  Normal  Professional,  standard  two-year  normal  course, 
aims  to  train  teachers  for  elementary  schools,  leading  to 
Normal  Professional  Certificate;  (4)  Elementary  Professional, 
one-year  prescribed  course,  leading  to  Elementary  Certificate. 

42a  The  Hampton  Institute  Academy  offers  a four -year  secondary 
course  which  aims  to  prepare  students  for  the  Agricultural 
School,  the  Business  School,  the  Home-Economics  School,  and 
tlie  Normal  School.  This  course  leads  to  the  Academic 
Diploma.  Graduates  of  the  Academy  are  admitted  without 
examination  to  the  advance  courses  of  their  choice. 

The  Academy  course  covers  English,  foreign  languages 
(.French  and  Spanish),  mathematics,  music,  physical  education 
and  hygiene,  practical  arts  ( home-gardening,  art,  household 
arts,  and  manual  training),  science  (general,  biology, 
chemistry,  and  physics),  and  social  sciences  and  Bible 
(history,  economic  geography,  and  sociology). 

42b  The  Hampton  Institute  Trade  School,  which  is  on  the 
secondary-grade  level,  offers  four-year  courses  in  11 
trades:  Automobile  Mechanics ; Blacksmi thing;  Bricklaying 
and  Plastering;  Cabinet making ; Carpentry;  Machine  Work; 
Painting;  Printing;  Steamfitting  and  Plumbing;  Tailoring; 
and  Wheelwrighting  and  Blacksmi thing. 

Hampton  offers  a two-year,  advanced  builders'  course 
which  is  open  to  properly  qualified  graduates  of  trade 
schools.  "The  aim  of  the  course  is  to  give  a thorough 
training  in  the  practical  and  technical  problems  which 
must  be  solved  by  the  builder  and  contractor." 

Builders’  conferences  and  short  courses,  as  well  as 
a service  bureau,  are  conducted  by  the  new  department  of 
building  construction. 

43  Anniversary  Day  Demonstration  — The  Hampton  Institute 
girls  in  the  Anniversary  parade  wear  simple,  attractive, 
inexpensive  wash  dresses  which  they  have  made. 


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Hampton  Institute 


— 34- 


On  Anniversary  Day  the  entire  Hampton  student  body, 
incihding  some  500  children  from  the  Whittier  School  (a 
community  graded  school  which  is  used  as  a practice  school 
for  the  Normal  students),  over  three  hundred  girls,  and 
<fver  five  hundred  boys  pass  in  review  before  the  trustees, 
principal,  and  guests.  The  brass  band  of  forty-odd  men 
adds  greatly  to  the  effectiveness  of  all  public  processions 
and  regular  military  drills. 

At  Anniversary  time  Hampton  is  visited  by  distinguished 
men  and  women  from  all  parts  of  the  United  States  who  are 
deeply  interested  in  the  spread  of  sound  ideas  of  education 
for  service  and  community  leadership. 

The  visitors,  including  many  returned  graduates  and 
former  students,  are  served  attractive  luncheons  which  have 
been  prepared  by  the  members  of  the  domestic-science  classes. 
The  Hampton  girls  also  serve  the  visiting  friends  and  by 
doing  their  duties  well  they  demonstrate  the  effectiveness 
and  value  of  Hampton’s  training. 

Hampton  Institute  Battalion  in  Khak i — Over  800  Hamptonians 
during  the  World  War  became  members  of  the  fighting  force  for 
Democracy.  Many  Hampton  men  went  overseas  and  became  members 
of  combatant  units.  Many  served  as  non-commissioned  and  as 
commissioned  officers.  All  made  fine  records. 

Promptness,  alertness,  self-control,  endurance,  and 
respect  for  authority  are  taught  some  five  hundred  Negro  and 
Indian  boys  at  Hampton.  Major  Allen  Washington,  a Hampton 
graduate  and  president  of  the  Negro  Organization  Society  of 
Virginia,  is  the  commandant.  He  is  also  a member  of  the 
School’s  administrative  board. 

All  the  boys  at  Hampton  belong  to  the  School's  junior 
unit  of  the  Reserve  Officers'  Training  Corps  of  the  U.  S. 

Army  and  receive  the  military  training  which  is  prescribed 
by  the  War  Department  of  theU.  S.  Government. 

The  military  organization  of  the  boys  at  Hampton 
makes  it  possible  for  the  students  to  have  a good  deal  of 
self-government,  especially  in  their  dormitory  life.  The 
dormitory  janitor,  instead  of  having  to  endure  the  customary 
jibes  of  his  fellows,  is  a commissioned  officer  in  the  school 
battalion  and  is  for  his  dormitory  a real  disciplinarian  — 
an  official  representative  of  the  school  commandant.  The 
dormitory  janitor  gives  orders  at  Hampton  that  students 
must  obey. 

Boys  and  girls  at  Hampton,  working  under  competent 
physical  directors,  receive  careful  instruction  in  athletics, 
gymnastics,  and  personal  hygiene.  Hampton  aims  to  make  fine, 
clean,  strong,  Christian  men  and  women.  Military  training  — 
and  indeed  all  other  training  — is  carried  on  always  with 
reference  to  building  strong  Christian  character  in  the  boys 
and  girls  who  come  to  Hampton  from  Virginia  and  distant 
States . 


if  ‘T 


Hampton  Institute 


-35- 


45  Working:  through  Organized  C-roups  — i Through  its  graduates 
and  former  students.,  who  have  gone  into  school- teaching, 
farming,  trade  work,  business,  and  home-making;  through  its 
extension  work  among  farmers  and  teachers;  through  its 
publications  (such  as  the  Southern  Workman,  an  illustrated, 
monthly  magazine,  Kampt on  Leaflets , .the  Kampt on  Bullet  ins , 
and  other  publ icat ions ) ; through  its  Press  Service  ^a  news- 
distributing  agency,  which  attempts  to  keep  the  American 
public  informed  on  questions  of  race  progress  and  race 
relations)  — through  various  and  far-reaching  media, 

Hampton  Institute's  work  afield  has  been  fruitful  of 
excellent  results. 

Today  the  American  public  is  taking  more  and  more 
interest  in  the  progress  of  Negroes,  especially  in  the 
matter  of  providing  Negroes  and  Indians  with  more  and  better 
schools,  of  giving  enterprising  Negroes  and  Indians  a fairer 
chance  to  win  success  in  farming  and  in  business  undertakings, 
of  helping  Negroes  and  Indians  to  develop  successful  clubs 
for  boys  arid  girls,  men  and  women. 

The  hope  of  the  Negro  and  Indian  races  is  in  their 
children.  Through  Hampton's  pioneer  vocational  work  and  its 
. reshaping  of  a sound  public  opinion  in  favor  of  friendly, 
Christian  race  relations,  the  outlook  for  Negroes  and  Indians, 
in  spite  of  many  injustices  and  inequalities  (born  of  lack 
of  understanding),  is  more  hopeful  today  than  it  ever  has  been. 

Through  young  boys  and  girls  in  rural  and  city  districts, 
older  people  are  being  won  Over  to  the  idea  of  better  living. 
The  success  of  boys  and  girls  in  raising  better  crops  and 
finer  animals  than  their  parents  ever  raised  under  the  old- 
time,  non-scient if ic  methods  is  revolutionizing  country  life. 

Today  many  thousands  of  people  are  coming  to  realize 
for  the  first  time  the  wisdom  of  General  Armstrong's  doctrine 
that  "selected  Negro  youth"  should  be  so  trained  that  they 
would  "go  out  and  teach  and  lead  their  people";  that  these 
prospective  leaders  should  not  be  given  "a  dollar  that  they 
could  earn  for  themselves";  that  they  should  "teach  respect 
for  labor,"  "replace  stupid  drudgery  with  skilled  hands"; 
that  they  should  "build  up  an  industrial  system  for  the 
sake,  not  only  of  self-support  and  intelligent  labor,  but 
also  for  the  sake  of  character. " Hampton  has  carried  out 
this  aim  successfully  since  1868. 

43  Realizing  Armstrong1 s Ideals  — Today  Hampton  offers  its 

educational  aims  and  methods  — all  summed  up  in  int ell i gent , 
Christian  service  — for  the  serious  consideration  of  pro- 
gressive students  of  education  throughout  the  world.  Hampton 
expresses,  in  its  splendid  equipment  and  able  staff  of  workers, 
the  confidence  of  the  American  nation  in  its  wise  educational 
policy  of  training  Negro  and  Indian  youth  for  intelligent, 
Christian  service  to  all  men,  regardless  of  race,  creed,  or 
class . 


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Hampton  Institute 


-20- 


47  A Brief  Hampton  Bibliography  — Students  of  education  who 
may  wish  to  study  independently  (l)  the  origin,  development, 
and  present  organization  of  Hampton  Institute;  (2)  the  lives 
and  activities  of  those  who  have  been  closely  identified 
with  the  making  of  Hampton;  and  (3)  the  progress  and  prob- 
lems of  the  Negro  may  care  to  consult  some  of  the  following 
helpful,  enlightening  books  and  pamphlets: 

(a)  Samuel  G.  Armstrong:  See  "Samuel  Chapman 

Armstrong:  A Biographical  Study,"  by  Edith  Armstrong  Talbot, 
published  by  Doub"1  eday.  Page  and  Company,  Garden  City,  New 
York.  See.  "Ideas  on  Education,"  excerpts  from  the  writings 
and  addresses  of  General  Armstrong,  published  by  Hampton 
Institute,  Hampton,  Va. 

(b)  Hollis  B.  Frissell:  See  Southern  Workman,  memorial 
number,  Published  by  Hampton  Institute.  See  "Hollis  B. 
Frissell,"  by  George  Foster  Peabcdy,  published  by  Hampton 

Institute. 

(c)  Booker  T.  Washington:  See  "Up  from  Slavery," 

"The  Man  Farthest  Down,"  and  "My  Larger  Education,"  by 
Doctor  Washington,  published  by  Doubieday,  Page  and  Company, 
Garden  City,  N.  Y.  See  Southern  Workman  memorial  number, 
published  by  Hampton  Institute.  See  "Booker  T.  Washington  — 
Builder  of  a Civilization,"  by  Emmett  J.  Scott  and  Lyman 
Beecher  Stowe,  published  by  Doubleday,  Page  and  Company, 

. Garden  City,  N.  Y. 

(d)  Pobert  R.  Motor.:  "Finding  a Way  Out,"  autobiog- 
raphy, published  by  Doubleday,  Page  and  Company,  Garden 
City,  New  York 

(e)  Hamoton  Institute:  See  "Education  for  Life,"  by 
Francis  G.  Peabody,  Doubieday,  Page  and  Company,  Garden  City, 
N.  Y.  See  Southern  Workman,  Ham.pt or  Bulletins , including 
"Principal's  Reports"  and  "Catalogues,"  Hampton  Leaflets , 
and  miscellaneous  pamphlets,  published  by  Hampton  Institute. 

(f)  Negro  Progress  and  Problems:  See  "Negro  Year 

Book,"  edited  by  Monroe  N.  Work,  published  at  Tuskegee 
Institute,  Tuskegee,  Ala.  See  "Present  Forces  in  Negro- 
Progress"  and  "”egro  Life  in  the  South,"  both  by  W.  D. 
Weatherford,  published  by  Association  Press,  New  York.  See 
"Negro  Education,"  by  Thomas  Jesse  Jones, published  by  U.  S. 
Bureau  of  Education,  Washington,  D.  C.  See  "Building  a Rural 
Civilization,"  by  Jackson  Davis,  published  by  Hampton 
Institute.  See  "History  of  the  American  Negro,"  by  Benjamin 
G.  3rav;ley,  published  by  Macmillan  Company,  New  York. 


